Decker School of Nursing

STATEMENT OF PHILOSOPHY

The philosophy of the Decker School of Nursing (DSON) emphasizes the search for meaning,
freedom of choice, integrity, personal responsibility, self-awareness, caring, and
compassion for self and others. The Faculty is in accord with the stated mission of
Binghamton University, a premier public institution, that is ". . . dedicated to enriching
the lives of people in the region, nation, and world through discovery and education
and to being enriched by its engagement in those communities."

The Faculty views nursing as an art and a science actuated by humanistic values. Nursing,
as a science, is grounded in knowledge, generated through discovery, and implemented
in evidence-based practice. Nursing, as an art, seeks to synthesize scientific, aesthetic
and self-knowledge in providing direct care that promotes health, prevents illness,
and maximizes the quality of life.

The focus of nursing is on human systems that consist of individuals, families, and
communities, each existing interdependently with their environments. These systems
experience ever-changing and complex states of health and require nursing care at
various times along the life cycle. Nursing promotes self-actualization through health
promotion, prevention of disease, restoration of health, and a peaceful and dignified
death.

The Faculty believes in the essential dignity and worth of every person, family, and
community as a unique and dynamic system. Human systems have aspects that are physical,
social, emotional, intellectual, and spiritual in nature, culminating in a greater
whole. The Faculty views all human systems as evolving, on a purposeful journey through
the wide dimensions of human experience.

The Faculty believes that human systems are ultimately responsible for their own growth,
values, and search for fulfillment, while recognizing that self-actualization takes
place in relationship with other human systems and the broader ecosystem. To this
extent human systems interact with society at large and become stewards of their environment.

People should have the opportunity to exercise freedom of choice in determining and
attaining their goals without interfering with the freedom and well-being of others.
The Faculty values the promotion of social justice, whereby the necessary resources
for growth, development, and actualization are available to all people and communities.Health is a complex phenomenon characterized by dynamic interaction between the internal
and external environments of every human system. Human systems experience health,
illness, and death in unique and varying ways. The Faculty associates good health
with the harmonious balance among all aspects of the human system throughout the continuum
of life. Any human system functioning at a high level of health will also be maximizing
that system's creative potential. Groups such as families, communities, and societies
follow a similar pattern of relationships, capacity for growth, respect for diversity,
and balance needed for optimal health. The health of rural and other vulnerable populations
is of special interest to the students and Faculty of the DSON, whether caring for
a rural client in an urban system or influencing the community or health care systems
of rural areas.

The health of human systems is nursing's greatest concern. Nurses respect the principles
of social justice; realizing health care resources in some environments are limited
and need to be distributed fairly. To provide comprehensive health care, nursing must
be cognizant of health values, beliefs, and perceptions of human systems and their
effect on well-being in the context of complex environments and interdisciplinary
collaboration.

Caring, trust, compassion and mutual respect are fundamental to the nurse-client relationship.
The nurse incorporates knowledge and self-awareness in the development of a therapeutic
approach. Nursing has its own knowledge built on theory and discovery, and shares
a knowledge base with other disciplines to generate and utilize the best evidence
for effective care.

Within professional nursing there are multiple levels of practice. The nurse generalist,
prepared at the baccalaureate level, applies theory and research from the physical,
behavioral, and nursing sciences to the practice of nursing. The baccalaureate-prepared
nurse becomes an intelligent consumer of research, uses research-based evidence to
support clinical practice, and participates collaboratively to manage comprehensive
health services for a diverse and multicultural population. Baccalaureate-prepared
nurses demonstrate beginning leadership and management skills in the coordination
of resources for client systems within a value system consistent with professional
nursing. The nurse specialist prepared at the graduate level solves complex client
care problems through a multiplicity of roles using theoretically driven strategies
of advanced nursing practice. The master's-prepared nurse participates in research,
uses evidence-based practice, assumes a leadership role in the planning, management,
and improvement of health care, influences health policy, and promotes the continuing
development of nursing as a profession. The terminal degrees in nursing are at the
doctoral level, including the Doctor of Philosophy (PhD) and Doctor of Nursing Practice
(DNP). The PhD graduate from the DSON is actively engaged in designing original research
to generate and test theory. The DNP graduate evaluates and implements research into
evidence-based practice. Both degrees make an effort to enhance nursing practice in
rural and other vulnerable populations and to develop policies that optimize the health
of these populations. Together the nurse generalist and nurse specialist collaborate
to advance the profession of nursing.

Nursing education is achieved through the active participation in discovery, practice
and scholarship. The Faculty views education as a continuous lifelong process of becoming,
aimed at the development of intellectual, aesthetic and professional interests that
advance each learner towards personal and professional goals. The essence of learning
and growth for both teacher and learner is the Faculty-student relationship. The Faculty
prepare culturally, ethnically, and racially diverse nurses to strengthen the professions
ability to meet the needs all people. The Faculty recognizes and supports the need
for international collaboration and experiences for both students and Faculty, as
we seek to generate a global vision in relation to health and nursing.

Additional units of the DSON such as Health and Wellness, serve to educate on the
importance of healthy lifestyles. Health and Wellness and Nursing faculty can bring
synergy to research into issues of health promotion and disease prevention.